Enhancing English Language Teaching: A Professional Development Workshop for Non-Option Teachers

On 16th July 2025, a professional development workshop titled “Strengthening English Language Teaching and Learning for Non-Option Teachers” was held at Bilik Wawasan, District Education Office (PPD). I had the privilege of assisting Puan Rosnani Bt Mat Noor, the SISC+ officer, in conducting a meaningful session that brought together 35 non-option English teachers from selected schools in the district.

The main focus of the workshop was to improve the pedagogical skills of teachers who do not possess formal English teaching qualifications but are assigned to teach the subject. The content of the workshop emphasized the effective use of pedagogical approaches, with a strong focus on the integration of the Dokumen Standard Kurikulum dan Pentaksiran (DSKP) and the Scheme of Work (SOW) in English language teaching.

I was responsible for leading the introductory session, setting the tone, and outlining the objectives of the workshop. A key component of the workshop was the introduction and demonstration of the Total Physical Response (TPR) method, an interactive teaching technique that combines language learning with physical movement. TPR is especially effective for young learners, as it encourages participation and improves retention through kinaesthetic engagement. Participants were guided on how to apply this method in real classroom situations, particularly for lower primary students with limited English proficiency.

In the next segment, participants were divided into groups and tasked with designing lesson plans and activities using the TPR method, guided by the DSKP and SOW. Each group later presented their work, sharing creative ideas and receiving constructive feedback from both peers and facilitators. These presentations highlighted the participants' ability to adapt and innovate despite their non-option background.

The atmosphere throughout the workshop was highly energetic and positive. The teachers actively participated, asked questions, and shared their experiences. Their eagerness to learn and apply new methods in their classrooms was commendable, and many expressed a deeper understanding of the importance of pedagogical alignment with curriculum standards.

In summary, this workshop successfully provided non-option English teachers with practical strategies and a renewed sense of confidence in teaching the language. The integration of the TPR method and curriculum-based planning offered a solid foundation for effective classroom practices. It is hoped that such training will continue to empower teachers and enhance the quality of English language education in schools.